Proper assignment of homework refers to the assignment of proper amount of homework, so that students can carry out written training independently in a relaxed and happy state, achieve the requirement of "high efficiency and low consumption", and effectively promote the healthy development of intelligence and body and mind. Then, how should teachers guide their own behavior and practice moderately when assigning written homework?
First of all, homework should have a global concept. All courses offered in the nine-year compulsory education stage occupy the same important position, and there is no distinction between "main courses and sub-courses", and strict requirements are put forward to reduce the burden on students and scientifically balance the workload of various subjects. However, at present, some teachers ignore the requirements of learning other subjects, reducing students' burden and balancing the workload of various subjects in pursuit of passing rate and enrollment rate, and blindly assign too many written assignments to their own subjects, thus occupying the homework time of other subjects, destroying the balance of homework in various subjects, greatly limiting the formation and development of students' various abilities, and also causing some students to have a strong feeling of weariness and perfunctory. At the same time, due to the heavy homework, teachers can't make detailed and diagnostic corrections in time, which affects the feedback of "information" and artificially creates weak links between old and new knowledge. Therefore, when assigning written homework, teachers should focus on the overall situation and consider the interests of various disciplines. They should not only consider the workload of their own disciplines, but also consider the workload of other disciplines, and should focus on moderation.
Secondly, homework should have a sense of time. Before assigning homework, teachers should accurately grasp the total self-study time of a day, predict the time limit of homework, and strictly control the homework time. Generally speaking, the written homework time of mathematics in senior grades of primary schools does not exceed 30-35 minutes, 20-25 minutes in middle grades and 15 minutes in junior grades.
Second, homework should highlight the purpose.
The selection of the content of mathematics written homework must be based on the teaching objectives, and it is forbidden to mechanically copy, copy after-class exercises or extract them casually, and arrange them aimlessly and pertinently. If teachers blindly arrange without any purpose, they will not only fail to meet the homework requirements of "high quality, high efficiency and low consumption", but also prioritize, regardless of importance, and pay attention to one thing and lose another. Then, how should teachers highlight the purpose of homework when assigning homework? First of all, before assigning homework, teachers should re-study the requirements of teaching materials and syllabus, study the objectives of homework, and determine the training direction, so as to have a clear idea and clear objectives. Secondly, we should carefully design and choose the content of homework, and strive to be concise, ingenious, interesting and targeted. At the same time, we should not only attach importance to hardware operations such as basic knowledge and basic concepts, but also attach importance to software operations such as developing intelligence, cultivating ability, forming skills and stimulating interest.
Third, distribution should reflect the hierarchy.
Students in a class have different knowledge levels, which leads to their uneven learning ability. If these students with different levels are assigned the same level and required homework, they will not receive good training results. Therefore, teachers should not arrange written assignments across the board, but should follow the principle of teaching students in accordance with their aptitude and step by step, and arrange them at different levels according to the needs of students at different levels. Practice has proved that this hierarchical arrangement is not only conducive to the correction and standardization of poor students, but also takes care of the advanced development and ability training of excellent students. For example, when I assign homework, I take the measures of "starting with the basic knowledge and concepts, starting with a low starting point, taking small steps, training more and giving quick feedback", and assign them some simple and clear homework questions with basic knowledge and concepts similar to the examples, so as to satisfy their sense of success, eliminate fear and promote the formation of interest in learning. For middle school students, I have adopted the measures of "focusing on the key points, starting with the basic skills, and delaying the work", and arranged some homework questions with similar or slightly improved skills, abilities and intelligence to satisfy their thirst for knowledge. For the top students, I have taken the measures of "focusing on the difficult points of knowledge, highlighting the key points, starting from a high starting point, speeding up the pace, and sticking to the end", and arranged some comprehensive, systematic and slightly more difficult homework questions to give full play to their creativity and skill in learning and satisfy their desire to explore new knowledge continuously.
Four, homework correction should emphasize timeliness.
Correcting homework is an important link in mathematics teaching and one of the routine and direct means for teachers to diagnose students' learning situation. Speeding up the generation and feedback of written homework "information" provides an important guarantee for teachers to check and fill gaps in time, minimize the accumulation of affairs, cultivate students' ability to find and solve problems in time, and improve work efficiency. Only by correcting in time can teachers know the shortcomings and deficiencies reflected by students in their homework in time, and strive to feedback these information to students as quickly as possible in the shortest time, and make targeted corrections and supplements before the start of the next new lesson, so that students can adjust their learning status in the shortest time, improve their learning methods and strengthen their re-learning of weak knowledge in a targeted manner. Therefore. Teachers should adopt the method of "short, flat and fast" to correct homework, shorten the correction time as much as possible, speed up the generation and feedback of "information", correct it as soon as it is received, and distribute it as soon as it is finished, so as to ensure that it will not be corrected overnight, and at the latest, ensure that the corrected homework will be delivered to students before school on the specified afternoon.
Five, homework correction should pay attention to diagnosis.
The diagnostic nature of homework correction means that when correcting homework, teachers make a comprehensive and detailed diagnosis of each homework by "looking, smelling, asking and cutting", so as to analyze the causes of errors, and then determine the corresponding error correction strategies, and receive the effect of "treating the right medicine". When correcting, don't just look at the answer, simply type "√" and "×", "no prescription, no medicine", which makes students know that they have given a wrong number to a question, but they don't know where it is wrong, so they take the initiative to correct it. This is also in a situation of "tigers eat the sky and have nowhere to claw". Even if corrected, some students still repeat the original wrong ideas, causing further confusion in the four places. Moreover, some students have developed a bad habit of only looking at right and wrong numbers and scores in their homework, not actively exploring and correcting them, and even copying others' correct homework when mistakes appear. In this regard, teachers should change the traditional practice of correcting math homework, learn from composition correction, and adopt methods such as "eyebrow criticism, horizontal criticism, marking, drawing circles and adding explanations" to ensure that students can know where and why they are wrong and what to pay attention to when correcting. This kind of correcting mistakes not only makes students find that they are right once they change, but also deepens their impression, strengthens their "immune function", makes students experience the comfort of correct analysis or statement, and encourages students to correct their mistakes.
In addition, we should consult the whole class on the basis of a single diagnosis. According to the defects in knowledge and skills found in the consultation, write detailed correction notes, take timely and effective remedial measures, and give targeted explanations. At the same time, teachers' criticism, self-criticism, mutual criticism and face-to-face criticism can be adopted to promote the vertical and horizontal exchange of information, cultivate students' abilities of self-diagnosis and self-treatment, and develop good habits of mutual communication and learning.